Goal 1: Reading, Reviewing and Responding to Texts

The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.

Expectation

1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials.

Indicator

1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.

Assessment limits:

Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text

Identifying an appropriate purpose for reading the text

Identifying questions a reader would expect to be answered by reading the text

Identifying topics of discussion that may enhance a reader’s understanding of a text

Indicator

1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.

Assessment limits:

Making connections between ideas within the text and relevant prior knowledge

Identifying the organizational pattern of the text

Focusing on similarities or differences in organizational patterns, text/author’s purpose, and relevant prior knowledge within or across texts

Identifying the meaning of above-grade-level words as they are used in context

Identifying the appropriate meaning of multiple-meaning words as they are used in context

Identifying the meaning of phrases as they are used in context

Predicting the development of ideas that might logically be included in the text

Indicator

1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.

Indicator

Assessment limit:

Determining the significance of the following as each contributes to the meaning of a text

plot sequence of events (including foreshadowing and flashback), cause-and-effect relationships, and events that are exposition, climax or turning point, resolution (Students will not be asked to label events.)

characters' defining traits, motivations, and developments throughout the text

details that provide clues to the setting, the mood created by the setting, and the role the setting plays in the text

conflicts that motivate characters and those that serve to advance the plot

the perspective of the author or speaker as well as the effects of first or third person narration and multiple narrators within and across text(s)

Indicator

Assessment limits:

Analyzing the effects of certain words and phrases on the tone or voice of a text or across texts

Identifying similarities or differences in the overall tone created by language choices throughout a text or across texts

Indicator

1.3.4 The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response.

Indicator

1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.